Physical Education Teachers’ Perceptions Regarding Competitive Activities: An Examination Through Social Media

in Kinesiology Review

Click name to view affiliation

Eve Bernstein Department of Family, Nutrition and Exercise Science, Queens College, City University of New York, Queens, NY, USA

Search for other papers by Eve Bernstein in
Current site
Google Scholar
PubMed Close
*
,
Ingrid Johnson Department of Movement Science, Grand Valley State University, Allendale, MI, USA

Search for other papers by Ingrid Johnson in
Current site
Google Scholar
PubMed Close
,
Tess Armstrong Department of Movement Science, Grand Valley State University, Allendale, MI, USA

Search for other papers by Tess Armstrong in
Current site
Google Scholar
PubMed Close
, and
Ulana Lysniak Department of Health, Physical Education, and Recreation, Bronx Community College, City University of New York, Bronx, NY, USA

Search for other papers by Ulana Lysniak in
Current site
Google Scholar
PubMed Close
DOI:
https://doi.org/10.1123/kr.2021-0016
Keywords:
discussion boards; sport; instruction
First Published Online:
07 Feb 2022
In Print:
Volume 11: Issue 2
Page Range:
171–178
Restricted access

This study investigated physical education Facebook social media platforms to analyze comments by in-service teachers regarding their perceptions and experiences using competitive activities during secondary physical education classes. The last 5 years’ worth of initial postings and successive comments by a member and group members were examined. The community of practice framework guided this study. Data were compared with appropriate practice in sport. Over 745 lines of data, teachers’ responses were analyzed using NVivo (version 10.0). The first theme focused on the real game and the athlete. The second theme discussed separating genders; this theme had two subthemes, including (a) skill and gender: coed is great if you have skill and (b) gender-specific activities. The third theme focused on inappropriate activities, toughening up students, and that keeping score is fun. Results indicated teachers’ shared and conflicted perceptions that involved skill and gender during competitive activities.

  • Collapse
  • Expand

Kinesiology Review

Cover Kinesiology Review

  • Azzarito, L., & Solomon, M.A. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education and Society, 10(1), 25–47. https://doi.org/10.1080/135733205200028794

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bernstein, E. (2020). Students’ perceived experiences of competitive activities through electronic platforms Kinesiology Review, 10(1), 101–108. https://doi.org/10.1123/kr.2020-0018

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bernstein, E., Herman, A.M., & Lysniak, U. (2013). Beliefs of pre-service teachers toward competitive activities and the effect on implementation and planning for physical education classes. Teacher Education Quarterly, 40(4), 63–79.

    • Search Google Scholar
    • Export Citation

  • Cameron, N., & Humbert, L. (2020). ‘Strong girls’ in physical education: Opportunities for social justice education. Sport, Education and Society, 25(3), 249–260. https://doi.org/10.1080/13573322.2019.1582478

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Carpenter, J.P., & Harvey, S. (2020). Perceived benefits and challenges of physical educators’ use of social media for professional development and learning. Journal of Teaching in Physical Education, 39(4), 434–444. https://doi.org/10.1123/jtpe.2020-0002

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Coimbra, M., Cody, R., Kreppke, J.N., & Gerber, M. (2020). Impact of a physical education-based behavioural skill training program on cognitive antecedents and exercise and sport behaviour among adolescents: A cluster-randomized controlled trial. Physical Education and Sport Pedagogy, 26(1), 16–35. https://doi.org/10.1080/17408989.2020.1799966

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Cranefield, J., & Yoong, P. (2009). Crossings: Embedding personal professional knowledge in a complex online community environment. Online Information Review, 33(2), 257–275. https://doi.org/10.1108/14684520910951203

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Curtner-Smith, M.D. (1999). The more things change the more they stay the same: Factors influencing teachers’ interpretations and delivery of national curriculum physical education. Sport, Education and Society, 4(1), 75–97. https://doi.org/10.1080/1357332990040106

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Doppenberg, J.J., den Brok, P.J., & Bakx, A. (2013). Relationships between primary school teachers’ perceived learning outcomes of collaboration, foci and learning activities. Learning and Individual Differences, 28, 1–8. https://doi.org/10.1016/j.lindif.2013.08.003

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Glaser, B., & Strauss, A. (2017). The discovery of grounded theory. Routledge.

  • Goodyear, V.A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927–943. https://doi.org/10.1080/13573322.2013.858624

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gosset, M., & Silverman, S. (2019). Upper elementary school students’ attitudes toward physical education in skill-themes and multiactivity approaches. Physical Educator, 76(5), 1225–1246. https://doi.org/10.18666/TPE-2019-V76-I5-8536

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hardman, K., & Marshall, J. (2009). Second world-wide survey of school physical education: Final report. ICSSPE.

  • Harvey, S., Carpenter, J.P., & Hyndman, B.P. (2020). Introduction to social media for professional development and learning in physical education and sport pedagogy. Journal of Teaching in Physical Education, 39(4), 425–433. https://doi.org/10.1123/jtpe.2020-0004

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Harvey, S., & O’Donovan, T.M. (2011). Pre-service physical education teachers’ beliefs about competition in physical education. Sport, Education and Society, 18(6), 756–787. https://doi.org/10.1080/13573322.2011.610784

    • Search Google Scholar
    • Export Citation

  • Hodkinson, P., Biesta, G., & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning, 1(1), 27–47. https://doi.org/10.1007/s12186-007-9001-y

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jenny, S.E., Manning, R.D., Keiper, M.C., & Olrich, T.W. (2017). Virtual(ly) athletes: Where eSports fit within the definition of “Sport”. Quest, 69(1), 1–18. https://doi.org/10.1080/00336297.2016.1144517

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kirk, D. (2004). Framing quality physical education: The elite sport model or sport education? Physical Education & Sport Pedagogy, 9(2), 185–195. https://doi.org/10.1080/1740898042000294985

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kohl, H.W., & Cook, H.D. (Eds.). (2013). Educating the student body: Taking physical activity and physical education to school. National Academies Press.

    • Search Google Scholar
    • Export Citation

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

  • Laxdal, A., & Giske, R. (2019). Gender and the perceived learning environment in upper secondary school physical education. Sport, Education and Society, 25(7), 1–9.

    • Search Google Scholar
    • Export Citation

  • Lentillon-Kaestner, V., & Roure, C. (2019). Coeducational and single-sex physical education: Students’ situational interest in learning tasks centered on technical skills. Physical Education and Sport Pedagogy, 24(3), 287–300. https://doi.org/10.1080/17408989.2019.1571186

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Lounsbery, M.A., McKenzie, T.L., & Thompson, H.R. (2019). Prioritizing physical activity in schools: Educational leaders’ perspectives. Translational Journal of the American College of Sports Medicine, 4(22), 248–256. https://doi.org/10.1249/TJX.0000000000000108

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Lund, J., & Tannehill, D. (2015). Standards-based physical education curriculum development (3rd ed.). Jones and Bartlett.

  • Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307. https://doi.org/10.1016/j.tate.2016.01.021

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McAllister, G., & Irvine, J.J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433–443. https://doi.org/10.1177/002248702237397

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Metcalfe, S. (2018). Adolescent constructions of gendered identities: The role of sport and (physical) education. Sport, Education and Society, 23(7), 681–693. https://doi.org/10.1080/13573322.2018.1493574

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Moolenaar, N.M., Sleegers, P.J.C., & Daly, A.J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28(2), 251–262. https://doi.org/10.1016/j.tate.2011.10.001

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Moral-García, J.E., Rodríguez, J.N., García-Cantó, E., Pérez-Soto, J., Rosa-Guillamón, A., López García, S., Amatria Jiménez, M., & Dios, R. (2019). Perception of adolescents on physical education classes according to the physical activity level, weight status, gender and age. Journal of Physical Education & Sport, 19(7), 40–48.

    • Search Google Scholar
    • Export Citation

  • Pill, S., Harvey, S., & Hyndman, B. (2017). Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: An exploratory #Twitter analysis. Asia-Pacific Journal of Health, Sport and Physical Education, 8(2), 161–178. https://doi.org/10.1080/18377122.2017.1315953

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Rich, E. (2004). Exploring teachers’ biographies and perceptions of girls’ participation in physical education. European Physical Education Review, 10(2), 215–240. https://doi.org/10.1177/1356336X04044073

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Roth, W.M., & Lee, Y.J. (2006). Contradictions in theorizing and implementing communities in education. Educational Research Review, 1(1), 27–40. https://doi.org/10.1016/j.edurev.2006.01.002

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Sirna, K., Tinning, R., & Rossi, T. (2010). Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), 71–84. https://doi.org/10.1080/01425690903385501

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Society of Health and Physical Educators [SHAPE] America. (2009). Appropriate instructional practice guidelines, K-12: A side-by-side comparison.

    • Search Google Scholar
    • Export Citation

  • Society of Health and Physical Educators [SHAPE] America. (2013). National standards for K-12 physical education.

  • Society of Health and Physical Educators [SHAPE] America. (2017). 2017 National standards for initial physical education teacher education.

    • Search Google Scholar
    • Export Citation

  • Strauss, A.L. (1987). Qualitative analysis for social scientists. Cambridge University Press.

  • Title IX of the Education Amendments of 1972, 20 U.S.C. 1681–1688. (1972).

  • Tseng, F.C., & Kuo, F.Y. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72, 37–47. https://doi.org/10.1016/j.compedu.2013.10.005

    • Crossref
    • Search Google Scholar
    • Export Citation

  • U.S. Centers for Disease Control and Prevention. (2018). Comprehensive school physical activity programs: A guide for schools.

  • U.S. Centers for Disease Control and Prevention. (2021). Physical education and physical activity.

  • Uzzi, B., & Dunlap, S. (2005). How to build your network. Harvard Business Review, 83(12), 53–61.

  • Van Waes, S., Moolenaar, N.M., Daly, A.J., Heldens, H.H., Donche, V., Van Petegem, P., & Van den Bossche, P. (2016). The networked instructor: The quality of networks in different stages of professional development. Teaching and Teacher Education, 59, 295–308. https://doi.org/10.1016/j.tate.2016.05.022

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Wallace, L., Buchan, D., & Sculthorpe, N. (2020). A comparison of activity levels of girls in single-gender and mixed-gender physical education. European Physical Education Review, 26(1), 231–240. https://doi.org/10.1177/1356336X19849456

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Wenger, E., McDermott, R.A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 3451 1793 141
Full Text Views 25 13 1
PDF Downloads 35 22 1